Research On The Experimental Activity Columns Of Chemistry Textbooks From The Perspective Of Core Competence

Textbooks are the main basis for teachers to teach.According to “Chemistry curriculum standard for senior high school(2017 Edition)”,the People’s Education Press(PEP)has published the new chemistry textbooks for high school.Using the literature research,content analysis,interviews and other research methods,this study takes the experimental activity columns in the new compulsory chemistry textbooks(2019 Edition)published by PEP as the research object.A framework for analyzing the experimental activity columns in the textbook based on the "five dimensions and four levels" of the core competences of chemistry is innovatively constructed.Moreover,this study analyzes the competences cultivation of this column,and further uses the interview method to know more about the practical situation of teaching.The resulted conclusions are as follows:(1)From the changes in the whole columns of the new textbook,the changes in the number and names of the columns are mainly reflected in the supplementary extension column,the experimental activity columns and the generalization exercises column,while the changes in the presentation of column knowledge are mainly reflected in the experimental activity columns.(2)From the whole experimental activity columns,the competences development concerns presented are evidence-based reasoning and model cognition > scientific inquiry and innovation awareness > macroscopic identification and microscopic analysis > scientific attitude and social responsibility > concept of change and balanced thinking.In the four major level dimensions,the competences presented in the experimental activity columns focus more on the development of the Level 1 and Level 2 dimensions of competence,while also addressing the Level 3dimension,but relatively less on the Level 4 dimension.(3)From each experimental activity columns,the [Experiment] and [Experimental Activity]columns emphasize macroscopic identification and microscopic analysis,evidence-based reasoning and model cognition,scientific attitude and innovation awareness,while the [Inquiry]and [Research and Practice] columns pay more attention to evidence-based reasoning and model cognition,scientific attitude and innovation awareness.From the specific competence presentation and level of each experimental activity columns,the [Experiment] column focuses on the competence of Level 1 dimension,and also pays more attention to the development of the competence of Level 2 and Level 3 dimensions;The [Inquiry],[Research and Practice],and[Experimental Activity] columns focus more on the competence of Level 1 and Level 2dimensions,but the textbook also appropriately set some questions of Level 3 and Level 4dimensional to help students improve their Science competence.(4)The results of interviews with individual teachers shows that teachers will focus on the cultivation of students’ competence such as evidence reasoning and model cognition,macro identification and micro analysis when they use experimental activity columns for teaching.However,their understanding of core competences is not thorough enough,and the mining of potential core competences of columns is not deep enough.Meanwhile,there are also some problems,such as the low utilization rate of [Research and Practice] column and the failure to make full use of the function of core competence cultivation.As a result of this study,some suggestions for teachers to use this type of column are as follows:(1)deepen the understanding of the competence cultivation embedded in the textbook;(2)make full use of the column for experiments and practical exercises inside and outside the class;(3)continue to enrich the teaching of innovative columns in the actual class to improve the utilization of the columns.